3rd Grade ELA
Practice Test 12 for 3rd Grade ELA: real questions and explanations from the Varsity Tutors practice-test pool.
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Read the passage: Sofia visited the school garden on Friday afternoon with Mr. Patel. They planted three tomato seedlings in a sunny row. Sofia used a small shovel to dig holes, and Mr. Patel poured water into each hole. They added a sign that said “Tomatoes” so people would know what was growing. Sofia felt calm while she worked. According to the passage, how many tomato seedlings did they plant?
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Read the passage: Sofia visited the school garden on Friday afternoon with Mr. Patel. They planted three tomato seedlings in a sunny row. Sofia used a small shovel to dig holes, and Mr. Patel poured water into each hole. They added a sign that said “Tomatoes” so people would know what was growing. Sofia felt calm while she worked. According to the passage, how many tomato seedlings did they plant?
Explanation: This question tests CCSS.RL.3.1: asking and answering questions to demonstrate understanding of text, referring explicitly to the text as the basis for answers. Students must find specific information stated in the passage and use it as evidence. When answering questions about text, students should point to specific sentences or phrases where the information is stated. This is called 'text evidence' or 'citing the text.' The answer to this question is directly stated in the passage - students don't need to guess or infer, they need to find where the text tells them the answer. For example, if the question asks 'Who went to the park?' the passage should say something like 'Maria went to the park,' and students should be able to point to that sentence. In this passage, the text states: 'They planted three tomato seedlings in a sunny row.' This directly answers the question about how many tomato seedlings they planted. Choice B is correct because it directly quotes the information from the passage. Looking at 'three tomato seedlings,' the text clearly states the number. This demonstrates the student can locate explicit information and use it as evidence. Choice C is a common error where students misread a specific detail, perhaps confusing the number with other quantities mentioned. This typically happens because 3rd graders are still developing careful reading skills, may answer from memory instead of checking text, may confuse similar details, may make reasonable assumptions beyond what's stated. To help students find text evidence: Model 'Where does it say that?' by pointing to specific sentences. Teach signal phrases: 'According to the text,' 'The passage states,' 'The author says.' Practice underlining or highlighting the sentence that answers the question. Use question-answer-evidence format: 'The question asks [X]. The answer is [Y]. I know because the text says [evidence].' For HOW MANY questions, look for numbers. Watch for: students who answer from prior knowledge instead of text, students who skim and miss details, students who choose first answer that seems right without checking text.
Which word best fills the blank to describe the storm strongly? “The storm was .”
Explanation: "Terrible" is a strong word that shows just how bad the storm was. Choice C is correct. "Bad" and "very bad" (Choices A and B) are weaker, plainer words, and "okay" (Choice D) means the opposite, so none is as strong as "terrible."
Read about Chen’s research project. Chen is researching plant life cycles and wants to learn how a bean seed grows into a plant. He planted seeds in a cup and made drawings each day, and he also used a library book and an approved website for kids. He has many notes, but they are mixed together on one page. How could Chen organize the information about the bean plant life cycle?
Explanation: This question tests 3rd grade research skills: conducting short projects to build knowledge about a topic (CCSS.W.3.7). Short research projects help students learn to gather information from sources, take notes, and organize what they learn. Good research topics are focused and specific, use multiple sources, and build knowledge about one clear thing. Students at this level take brief notes, sort information into categories, and stay focused on their research question. In this scenario, Chen is researching plant life cycles by planting seeds, drawing observations, and using a book and website. The project shows the skill of organizing mixed notes into logical categories like growth stages. Choice B is correct because sorting notes into steps like seed, sprout, plant, and flower organizes the information chronologically, helping build clear knowledge. This shows the student organized knowledge effectively. Choice A represents disorganized notes, which is a common mistake when students add unrelated elements like stickers without structure. This happens because students get excited by interesting facts even if off-topic. To help students conduct research projects: Model how to narrow broad topics into focused questions. Provide pre-selected reliable sources at appropriate reading level. Teach 'brief notes' by showing difference between copying and putting facts in own words. Give categories/folders for organizing information. Use anchor charts showing 'Does this fact help answer my research question?' Watch for: Students choosing topics too broad to research or getting distracted by interesting but off-topic information. Praise staying focused on building knowledge about the specific topic.
Maria is writing an opinion piece about why art should be taught in all schools. She wants to add this sentence: 'Art helps students express their feelings and be creative.'
Where should Maria place this sentence to make her opinion piece most effective?
Explanation: When you're organizing an opinion piece, think about how each part works together to convince your reader. Every sentence needs the right "job" in the right place to make your argument strong. The sentence "Art helps students express their feelings and be creative" states an important reason why art should be taught in schools. This is a supporting reason that needs evidence to be convincing. Answer D is correct because this sentence works best in the middle section where Maria can follow it with specific examples—like how drawing helps shy students share their thoughts, or how painting lets kids show emotions they can't put into words. Answer A is wrong because placing this important reason alone in its own paragraph wastes its power. Supporting reasons need examples and details to convince readers, not isolation. Answer B is incorrect because opinion pieces should start by clearly stating your main opinion first. Starting with a supporting reason before telling readers your main point confuses the structure and leaves readers wondering what you're trying to prove. Answer C is wrong because concluding sentences should remind readers of your main opinion and wrap up your argument. Using a supporting reason as your conclusion makes your ending feel incomplete and doesn't give readers that final "this is why you should agree with me" moment. Remember: In opinion writing, put your supporting reasons in the middle where you have room to explain and prove them with examples. Save your main opinion for the beginning and end.
Which sentence shows the most effective replacement of weak words with stronger, more precise choices?
Explanation: Choice B uses the most precise and strong word choices: 'huge' is more specific than 'big,' 'stomped' is stronger than 'moved' or 'went,' 'jungle' is more precise than 'green stuff' or 'plants,' and 'trumpeting' is more specific than 'sounds' or 'noise.' The other choices contain weak or vague word choices.
Read Emma's story: Emma held her poster tight as the class got quiet. What if I mess up? she wondered, and her knees felt wiggly. "I can do it," she whispered, taking a deep breath. Jamal gave her a thumbs-up. "Go, Emma!" he called. Which sentence includes both dialogue and a description of action?
Explanation: This question tests 3rd grade narrative writing skill of using dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show character responses to situations (CCSS.W.3.3.b). Dialogue (what characters say in quotation marks) and descriptions (actions, thoughts, feelings) work together to develop story events and show how characters respond to situations. Dialogue moves the story forward, reveals character personality, and shows relationships. Descriptions show what characters do (actions like 'grabbed,' 'ran,' 'smiled'), think (internal responses like 'she wondered'), and feel (emotions shown through words like 'nervous' or physical signs like 'hands shaking'). In this scenario, Emma is preparing to present to her class, and students must identify which sentence combines both dialogue AND action description. Choice C is correct because it includes dialogue with quotation marks ("I can do it,") that shows Emma's self-encouragement, combined with an action description ('taking a deep breath') that shows her calming technique. This combination effectively develops the moment by showing both what Emma says to herself and what she does to manage her nerves. Choice B has only dialogue without description, Choice A has only description without dialogue, and Choice D has only action without dialogue. This is common when students think one element is enough and don't understand that combining dialogue and description creates more vivid storytelling. To help students use dialogue and descriptions: Model sentence structure that combines both: '"I'm ready," she said, straightening her shoulders.' Teach the AND test - does the sentence have dialogue (quotes) AND description (action/feeling)? Create practice sentences where students add missing element: Give dialogue, add action OR give action, add dialogue. Use color coding: highlight dialogue in yellow, descriptions in blue, then look for sentences with both colors. Practice responding to nervous situations through combined dialogue and description. Watch for: Only dialogue OR only description instead of both together. Praise: 'You found the sentence that shows what Emma says AND what she does!'
Read the sentence: The small dog ran to the playground. What does the word small do in this sentence?
Explanation: This question tests understanding of adjective function in sentences (CCSS.L.3.1.a: Explain the function of parts of speech). Adjectives are words that describe or modify nouns by telling what kind, which one, or how many. In this sentence the word 'small' is an adjective. Specifically 'small' tells what kind of dog it is—it describes the size of the dog. You can identify this because it comes directly before the noun 'dog' and answers the question 'what kind of dog?' Choice A is correct because it accurately explains that 'small' tells what kind of dog it is. This matches the job that adjectives do in sentences when they modify nouns. Choice B is incorrect because it suggests 'small' tells where the dog ran, but that would be an adverb's job describing the verb 'ran.' Students often think any descriptive word must tell about the action. To help students: Teach that adjectives have specific jobs—they describe nouns by telling what kind, which one, or how many. Have students identify adjectives by finding the noun first, then asking 'what kind of [noun]?' Practice with sentence frames: 'The [adjective] dog ran' where students add different describing words. Watch for: students confusing adjectives that describe nouns with adverbs that describe verbs, especially when both appear in the same sentence.
Carlos wrote an informative paragraph about recycling.
"This paragraph is about recycling. People can recycle paper to make new paper products. Glass and metal can be melted and used again. Recycling helps reduce the amount of trash we throw away."
Which sentence provides the best concluding statement for Carlos’s paragraph?
Explanation: This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. In this scenario, Carlos wrote an informative piece about recycling that includes recycling paper, glass, and metal, and how it reduces trash. The question tests whether students can identify an effective concluding statement that defines and summarizes the concept. Choice B is correct because it uses 'So' to signal conclusion and provides a definition that wraps up all the information - recycling means reusing materials (listing the three mentioned: paper, glass, metal) to reduce trash. This synthesizes all points into one clear statement. Choice A adds new information about composting not mentioned in the body. Choice C includes negative opinion language ('boring') inappropriate for informative writing. Choice D just restates the first example without wrapping up. These errors happen because students may think of related topics while concluding or let personal feelings influence their informative writing. To help students write informative concluding statements: Teach definition formula: 'So, [topic] means/is [definition using main points from body].' Practice synthesizing: Take all examples and create one statement explaining what they show. Model: 'We wrote about paper, glass, metal being reused and reducing trash. So recycling means reusing materials to reduce trash.' Create sentence starters: 'So, [topic] is...,' 'This means [topic] helps...,' 'In other words, [topic]...' Distinguish informative definitions from opinions or new examples. Compare weak ('First, people recycle paper.') vs strong ('So, recycling means reusing materials like paper, glass, and metal to reduce trash.'). Watch for students adding related environmental topics not in their original text.
Which word correctly completes the sentence? Yesterday Marcus at the corner.
Explanation: Stopped is correct because yesterday shows the action already happened, and stop is a regular verb that doubles its final consonant before adding -ed. Stoped is not a correct spelling of the past-tense form. Stops is the present-tense form used with a singular subject, not the past tense. Stop is the base form and does not show that the action already happened.
Michael's teacher asked him to find words where the same letter makes different sounds. He found: 'race', 'cat', 'ice', 'cut'.
How should Michael group these words based on the sound that 'c' makes?
Explanation: When you encounter questions about the letter 'c' making different sounds, you need to understand the difference between hard and soft 'c' sounds. The letter 'c' makes a hard sound (like 'k') when followed by certain letters, and a soft sound (like 's') when followed by others. Let's examine each word. In "cat" and "cut," the 'c' is followed by 'a' and 'u' respectively, making the hard 'c' sound that sounds like 'k'. Say these words aloud: "cat" sounds like "kat" and "cut" sounds like "kut." In "race" and "ice," the 'c' is followed by 'e' in both cases, making the soft 'c' sound that sounds like 's'. When you say "race," it ends with an 's' sound, and "ice" also ends with an 's' sound. Answer A incorrectly places "race" and "ice" in the hard 'c' category when they actually make soft sounds. Answer B mixes up the categories completely, putting "ice" with hard sounds and "race" with hard sounds. Answer C has the grouping backwards, placing the hard 'c' words ("cat" and "cut") in the soft category. Answer D correctly identifies that "cat" and "cut" make hard 'c' sounds, while "race" and "ice" make soft 'c' sounds. Remember this pattern: 'c' usually makes a soft sound when followed by 'e', 'i', or 'y', and a hard sound when followed by 'a', 'o', or 'u'. This rule will help you with many spelling and phonics questions.
You know play means have fun. What is a playground?
Explanation: This question tests using root words as clues to meaning (CCSS.L.3.4.c). The root word is 'play' which means have fun. The unknown word 'playground' contains this root, so we can use what we know about 'play' to figure out 'playground'. A root word is the main part of a word that carries the basic meaning. Words that share the same root are related in meaning. When you know one word in a word family, you can use that knowledge to understand other words with the same root. For example, if you know 'friend' means a person you like, you can figure out that 'friendship' means the relationship between friends. The word 'playground' breaks into parts: play + ground. The root 'play' means have fun which we know from the given word. The word 'ground' means an area of land. Putting these together: have fun + area of land = an area of land for having fun. Choice A is correct because it properly uses the root meaning combined with 'ground'. Since 'play' means have fun, and ground means an area, 'playground' means a place to play or have fun. This shows the connection between words in the same family. Choice B is incorrect because it confuses 'playground' with 'player' - a person who plays would use the -er suffix, not the compound word ground. Students make this error when they don't recognize compound words and try to apply suffix rules instead. To help students: Teach common root word families together (play-player-playful-playground). Strategy for unknown words: (1) Look for root you recognize. (2) Remember what that root means from word you know. (3) Look at any prefixes or suffixes. (4) Combine root meaning + affix meanings. Practice with word family charts showing how root appears in multiple related words.
Read the sentences. “Did you hear that sound?” asked Ben. How should it be read?
Explanation: This question tests oral reading fluency with expression (CCSS.RF.3.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression). Students must understand how to use tone, pacing, emphasis, and pausing to convey meaning when reading aloud. Fluent readers pay attention to punctuation and text meaning to guide their expression. Question marks signal a rising voice tone; exclamation points indicate emphasis and energy; periods mean a falling tone and pause; commas suggest a brief pause; dialogue tags like said, exclaimed, or whispered provide clues for how to read, while emotional words like happy, sad, excited, or worried guide the tone, and action words influence the pacing. In this passage, the dialogue is a question with a question mark, indicating inquiry and uncertainty. Choice A is correct because the question mark signals rising intonation at the end to convey the questioning tone. This expression follows the punctuation cues and matches the text's meaning. Choice B is incorrect because a falling voice at the end would make it sound like a statement, not a question, ignoring the question mark. This error occurs when students don't match expression to punctuation or use inappropriate tone. To help students: Have students act out emotions (happy, sad, excited, worried) then read matching text. Highlight key words students should emphasize. Practice phrasing by marking phrase boundaries with slashes.
Choose the verb that agrees with the subject: The students quietly.
Explanation: This question tests subject-verb agreement (CCSS.L.3.1.f). Subject-verb agreement means the verb must match the subject in number. For subject-verb agreement: singular subjects need singular verbs (with -s: runs, plays, is, has) while plural subjects need base verbs (no -s: run, play, are, have). In this sentence, the subject is 'The students' which is plural. Therefore, the verb must be in base form without -s. Choice C is correct because it properly matches the plural subject 'The students' with the base verb 'listen'. The form 'listen' agrees with the plural subject. Choice A is incorrect because it uses the singular verb 'listens' with a plural subject. This common error happens when students add -s to verbs with plural subjects. To help students: For subject-verb agreement, teach that singular subjects get -s on the verb (student listens) while plural subjects use base form (students listen). Special forms: is/are (singular/plural), has/have (singular/plural). Trick: Find the subject first, then check if it's one or more than one. Watch for: adding -s to both subject and verb (students listens) or using incomplete forms (listening without helping verb).
Read the sentence. “After the storm, the air felt cool and clean.” How should it be read?
Explanation: This question tests oral reading fluency with expression (CCSS.RF.3.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression). Students must understand how to use tone, pacing, emphasis, and pausing to convey meaning when reading aloud. Fluent readers pay attention to punctuation and text meaning to guide their expression. Question marks signal a rising voice tone; exclamation points indicate emphasis and energy; periods mean a falling tone and pause; commas suggest a brief pause; dialogue tags like said, exclaimed, or whispered provide clues for how to read, while emotional words like happy, sad, excited, or worried guide the tone, and action words influence the pacing. In this passage, the sentence is descriptive and peaceful, evoking a calm scene after a storm. Choice A is correct because the calm content requires a slow, steady pace with smooth phrasing to convey the refreshing mood. This expression matches the text's meaning and uses appropriate rate. Choice B is incorrect because reading quickly and loudly with no pauses loses the calm mood and doesn't match the descriptive content. This error occurs when students use inappropriate pacing or read too fast. To help students: Practice phrasing by marking phrase boundaries with slashes. Use readers' theater scripts for practice. Watch for: Students who read in monotone (flat, no expression), ignore punctuation, read too fast or word-by-word, or don't match tone to meaning.
Which is the correct form for: Yesterday Emma (eat) breakfast early?
Explanation: This question tests forming regular and irregular verbs (CCSS.L.3.1.d). The verb eat is irregular so the past tense is ate. This irregular verb changes from eat to ate in the past tense and does not follow the regular -ed pattern. In this sentence the time marker yesterday tells us we need past tense. Choice C is correct because it properly uses the irregular form ate, which is the correct past form of eat. Choice A is incorrect because it overgeneralizes the -ed rule to an irregular verb, creating the non-existent form eated; this error happens when students apply the regular pattern to irregular verbs. To help students: For regular verbs teach add -ed for past (walk→walked). For irregular verbs teach common patterns (go→went eat→ate see→saw run→ran) - these must be memorized. Present tense: use base form except add -s/-es with he/she/it (she walks it runs). Time words are clues: yesterday/last=past today/every day=present tomorrow=will+base. Watch for: overgeneralizing -ed to irregular verbs (goed) / forgetting -s with he/she/it / confusing irregular forms.
In the sentence “Maya worried before the spelling test,” which word names a feeling you cannot touch?
Explanation: A feeling is something you sense inside but cannot touch, and "worry" is a feeling. Choice B is correct. A "test" and a "desk" are objects you can touch (Choices A and C), and "studying" is an action (Choice D), so none names a feeling.
Which word means more than one story?
Explanation: To make 'story' mean more than one, we change the y to i and add es, so it becomes 'stories'. Choice B is correct. Storys, story, and storis are not correct.
Tyler loved collecting baseball cards and had saved his allowance for months to buy a special rare card. At the card shop, he finally had enough money to purchase it. While waiting in line, he overheard a younger boy telling his mom that he didn't have enough money for the card he wanted for his brother's birthday, which was the next day. Tyler looked at his rare card, then at the disappointed boy. After thinking for a moment, Tyler put his special card back and bought the card the boy needed instead, giving it to him as a gift. The boy's face lit up with joy and gratitude. Walking home empty-handed, Tyler felt surprisingly happy and proud of his choice.
What message does this story convey?
Explanation: The theme focuses on Tyler's discovery that the joy he felt from giving brought him more satisfaction than acquiring his desired card would have. Choice C captures this message about generosity being more fulfilling than personal acquisition. Choice A focuses on money management rather than the generosity theme. Choice B overstates the message by saying helping strangers is 'always' the right choice, missing the personal satisfaction aspect. Choice D focuses on age-based helping rather than the deeper theme about finding joy through giving to others.
Jake looked at the recipe and scratched his head. 'This is as clear as mud,' he said to his sister. 'I don't understand what it means to fold the ingredients together.' His sister laughed and showed him how to gently mix the batter without stirring it hard.
What does the phrase 'as clear as mud' mean in this passage?
Explanation: 'As clear as mud' is an idiom that means something is confusing or hard to understand - the opposite of what it literally says. Since mud is not clear at all, this phrase is used sarcastically to mean something is very unclear. Choice A is wrong because it takes the phrase too literally. Choice C is wrong because it misses that this is sarcasm - the phrase actually means the opposite of clear. Choice D is wrong because it interprets the idiom as a literal description of mud on the recipe.
Matter is anything that takes up space and has weight. A rock, a pencil, and even air are all matter. Matter can be a solid, a liquid, or a gas.
Based on the passage, what does the word matter mean?
Explanation: The passage tells us that matter is anything that takes up space and has weight, and it gives examples like a rock, a pencil, and air. So the best meaning is any real stuff that has weight and fills up room. The choice about a problem or trouble uses an everyday meaning of the word 'matter,' but that is not how this science passage explains it. The choice about a force that pulls objects down describes gravity, which is a different science idea and is never mentioned here. The choice about paint that artists use has nothing to do with taking up space or having weight, so it does not fit the passage at all. Only one meaning matches what the passage actually says about matter.
The sun helps plants in many ways. Sunlight gives plants energy to make their own food. Warmth from the sun helps seeds sprout in spring. The sun's heat also helps water evaporate into the air. This movement of water is part of the water cycle. Without enough sunlight, plants often grow slowly and look weak.
The text says sunlight gives plants energy. How does this detail support the main idea that the sun helps plants grow?
Explanation: The detail about sunlight giving plants energy is one specific way the sun helps plants grow, so it supports the main idea. The second choice is wrong because the passage never says plants can grow well without sunlight. The third choice is wrong because the passage also mentions warmth and evaporation helping plants, not just water. The fourth choice is wrong because the passage says seeds sprout in spring, not winter.
Carlos is researching dinosaurs with his teacher's help. They made a plan together, but Carlos is having trouble following it. He keeps getting distracted by interesting facts that don't answer his research questions.
What strategy would help Carlos stick to his research plan while still learning interesting information?
Explanation: This strategy allows Carlos to follow his research plan while still capturing interesting information for potential later use. Choice A wastes valuable learning opportunities, Choice B abandons the carefully planned research focus, and Choice D makes the research less focused and harder to complete well.
Which word shows the correct spelling of 'trip' with the suffix -ed added?
Explanation: The correct answer is right because trip doubles its final consonant before adding -ed, making tripped. Choice B is wrong because it is missing the doubled consonant. Choice C is wrong because it has an extra, incorrect letter. Choice D is wrong because it adds -ed twice, which is not a real spelling pattern.
Lily's grandmother taught her how to knit when she was eight years old. At first, Lily's stitches were uneven and loose, and she often dropped stitches by mistake. She felt frustrated and wanted to give up several times. But her grandmother patiently showed her the techniques again and again, encouraging her to keep trying. 'Every expert was once a beginner,' her grandmother would say with a smile. Now, three years later, Lily can knit scarves, hats, and mittens. She even teaches her younger cousin the same techniques her grandmother taught her.
What does Lily's knitting journey illustrate about the process of learning new skills, and how does her grandmother's role contribute to this understanding?
Explanation: When you encounter a reading comprehension question about character development or learning processes, look for evidence in the passage that shows how change happens over time and what factors contribute to that change. The passage clearly demonstrates that learning is a gradual process requiring persistence. Lily starts with "uneven and loose" stitches and "often dropped stitches," but through continued practice over three years, she eventually masters complex items like scarves, hats, and mittens. Her grandmother's role combines two essential elements: technical instruction (showing "techniques again and again") and emotional support (encouraging her to "keep trying" with patience and wisdom). This dual approach helps Lily push through frustration to achieve success. Choice D accurately captures both aspects of this learning journey. Choice A is wrong because the passage shows Lily lacked natural talent initially and needed time to succeed, while her grandmother focused on encouragement rather than just correcting mistakes. Choice B misses the mark because the passage emphasizes patient practice and supportive relationships, not memorization or competition with others. Choice C incorrectly suggests learning should be quick and that teachers should do the hard work for students, but Lily's grandmother lets her struggle through difficulties while providing support. When analyzing character growth stories, always look for the time element (how long change takes), the process (what steps or struggles are involved), and the support systems (how others help or hinder). These three components will guide you to the most complete and accurate answer choice.
Text 1: Hurricanes form over warm ocean water. They have strong winds and heavy rain. The winds spin in a circle. The calm center is called the eye. Hurricanes can cause floods near the coast.
Text 2: Tornadoes form during big thunderstorms. They are spinning columns of air that reach the ground. Tornadoes are smaller than hurricanes, but they can still be very dangerous. They can knock down buildings.
How are the two texts similar?
Explanation: Both texts describe storms that can cause damage, flooding for hurricanes and destroyed buildings for tornadoes, so Choice A is correct. Choice B applies only to hurricanes, since Text 2 never mentions a calm eye for tornadoes. Choice C is not supported, since neither text limits these storms to winter. Choice D is only true of hurricanes, since Text 2 states tornadoes form during thunderstorms, not only over the ocean.